A Study on the Assessment Methods and Experiences of Teachers at an Ethiopian University

Autor/in	Sewagegn, Abatihun A.
Titel	A Study on the Assessment Methods and Experiences of Teachers at an Ethiopian University
Quelle	In: International Journal of Instruction, 12 (2019) 2, S.605-622 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Evaluation Methods; Teaching Experience; College Faculty; Foreign Countries; Teacher Effectiveness; Test Items; Test Reliability; Questionnaires; Ethiopia + Suchen Sie Ihr Suchwort? Fakultät; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Test content; Testaufgabe; Testreliabilität; Fragebogen; Äthiopien
Abstract	Assessment plays a significant role in determining the quality of education. This is particularly so when students are properly assessed using various appropriate methods of assessment. This study investigates teachers' assessment methods and the challenges they encounter in assessing learning in an Ethiopian university. A convergent parallel mixed-method research design was used. A total of 166 from 210 sample teachers completed and returned the questionnaire. Moreover, six heads of departments and six teachers were selected for the interview. The results indicate that teachers largely depend on written assessment methods against innovative/alternative methods that would have been used to uncover students' creative and proficiency in their study areas. However, teachers encounter challenges as they attempt unfamiliar (but innovative) assessment methods. The study reveals that making the students creative and proficient in their study areas is simply untenable if teachers continue to utilise current assessment practices. This study acknowledges the contribution of effective assessment to making the students proficient in their study area. Implications of the current assessment practices are discussed and consequently, recommendations for the enactment of innovative/alternative methods are made. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01